Name: Payal Sood
Country: India

Year: 2024
Volume: Volume-9, Issue-2 (July-December)
Page Number: 100-106
DOI: https://doi.org/10.5281/zenodo.19479256

ABSTRACT
Blended learning has emerged as an innovative instructional approach that integrates traditional faceto-face teaching with online learning resources to improve the quality of education. The present study aims to examine the impact of blended learning on metacognitive skills and academic achievement among secondary school students. Metacognitive skills, which involve planning, monitoring, and evaluation of one’s own learning, play a significant role in developing independent and self-regulated learners. For this purpose, an experimental method was adopted in which students were divided into experimental and control groups. The experimental group was taught through blended learning strategies, whereas the control group received instruction through traditional teaching methods. Data were collected with the help of a metacognitive skills scale and an academic achievement test.

The study concludes that blended learning can be an effective approach for improving higher-order thinking skills and academic performance. Therefore, the integration of technology with traditional classroom teaching is recommended to enhance students’ active participation and meaningful learning at the secondary school level.

Keywords: Blended Learning, Metacognitive Skills, Academic Achievement, Secondary School Students, Self-regulated Learning.